OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: Teacher's Signature: School :ANHS
Grade/Year Level:Grade – 7 Subject Area: ENGLISH Date: 10-
30-2024
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look into facilities and support learning areas in the campus, then in
the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph
b) Photo essay
c) Sketch or drawing
d) Poem, song or rap
OBSERVE
As you move around the campus, observations forms are provided for you to
document your observations. It is advised that you read the entire worksheet before
proceeding to the school site. A good understanding of the activities and tasks to be
accomplished in the activity sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available and say how
each will contribute to the students' leaning and development.
Facilities / Description Will it contribute to the students'
learning and development?
Why?

Office of the
Principal

Library

Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio
Visual/Learning
Resource Center
Science
Laboratory
Gymnasium
Auditorium
Outdoor/Garden

Facilities / Description Will it contribute to the students'

learning and development?
Why?

Home Economics
Room
Industrial
Workshop Area
PTA Office
Comfort Room
for Boys
Comfort Room
for Girls
Others (Please
specify)
 An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the space
provided.
Guide Question Classroom Observation Report
1. Describe the community or neighborhood
where the school is found.
2. Describe the school campus. What colors
do you see? What is the condition of the
buildings?
3. Pass by the offices. What impression do
you have of these offices?

4. Walk through the school halls, the

library, the cafeteria. Look around and find
out the other facilities that the school has.
Resource Teacher: Teacher's Signature School
Grade/Year Level: Subject Area: Date:

1. Look at the walls of the classroom. What are posted on the walls? What heroes,
religious figures, lessons, visual aids, announcements, do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher's table
located? How are the tables and chairs/ desks arranged?
3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lit and well-ventilated
 An Observation Guide for the CLASSROOM VISIT
Be guided by these tasks as you do your observation. Then accomplish the matrix to record
your data.
CLASSROOM FACILITIES MATRIX
Classroom Facilities Description (location, number, arrangement, condition)

1. Wall Displays

2. Teacher's Table

3. Learner's Desks

4. Blackboard

5. Learning Materials /
Visual Aids

6.
7.
8.
Write your observation report here.
Name of the School Observed
Location of the School
Date to Visit

ANALYZE
How do the campus and the classroom in particular impact the learning of the students going
to school?What are your conclusions?

How does relate to your knowledge of child and adolescent development/ How does this
relate to your knowledge of facilitating learning?

REFLECT

1. Would you like to teach in the school environment you just observed? Why? Why not?

2. What kind of school campus is conducive to learning?

3. What kind of classroom is conducive to learning?

4. In the future, how can you accomplish your answer in number 3?

5. Write your additional learning and insights here.

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board display

Resource Teacher: Teacher's Signature School

Grade/Year Level: Subject Area: Date:

The display board, or what we more commonly refer to as bulletin board, is one of the
most readily and versatile learning resources.

To achieve the Intended Learning Outcomes, work your way through these steps.
1. Examine for bulletin board displays. Include samples of those found at the entrance,
lobby, hallways, and classrooms
2. Pick one and evaluate the display.
3. Propose enhancements to make the displays more effective

OBSERVE
As you look around and examine board displays, use the observation guide and form
provided for you to document your observations.

An Observation Guide for BPARD DISPLAYS

Read the following carefully before you observe.
1. Goaround the school and examine the board displays. How many board display do
you see?
2. Where are the display boards found? Are they in places where target viewers can see
them?
3. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the places of information and images arranged?
4. What materials were used in making the displays? Are boarder used?
5. Do you notice some errors? (Misspelled words, grammar inconsistencies and the
like?)
6. Are the message are clear and easily to understood?
7. Think about what you got your attention. Why did get it your attention?
8. Take photos of the display boards (if allowed).
Based on the question on the observation guide, write your observation report:

Observation REPORT
(you may paste pictures of the board displays here)
From among the board displays that you saw, pick the one that you most interested in.
Evaluate it using evaluation form below.

BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display_______
Location of the Board Display in School __________

Check the column that indicates your rating. Write comments to back up your ratings
4- Outstanding 3- Very Satisfactory 2-Satisfactory 1- Needs Improvement

Criteria NI S VS O Comments
1 2 3 4
Effective
Communication
It conveys the
message quickly
and clearly.
Attractiveness
Colors and
arrangement
catch and hold
interest.
Balance
Objects are
arranged, so
stability is
perceived.
Unity
Repeated shapes
or colors or use
of boarders hold
display together.
Interactivity
The style and
approach entice
learners to be
involve and
engage.
Legibility
Letters and
illustration can
be seen from a
good distance
Correctness
It is free from
grammar errors,
misspelled
words, ambiguity
Durability
It is well-
constructed,
items are
securely attached
Bulletin Board Evaluated by:
Location:
Brief Description of the Bulletin Board:
EVALUATION
Strength weaknesses
Description of the Bulletin
Board layout
Evaluation of Education
content and other aspects
Recommendations for
Suggestions for
improvement
Signature of Evaluator over Printed Name:
Based on your suggestions, make your board display lay-out. You may present your output
through any of these:
 A hand-made drawing layout
 An electronic (computer) drawing/illustration or layout
 A collage

My Board Display Lay-out

Based on your suggestions, propose an enhanced version of the display board. Use the form
below.

My Proposal Board Display

Theme:
Board Title:
Rationale
(Purpose)
Objectives
Best features of my proposed bulletin enhancement:

Content Resources (Name each needed resource and give each a brief description)
Materials for aesthetic enhancement
LEARNING EPISODE 2: Learner Diversity:
Developmental Characteristics, Needs and Interests

Spark your interests

Episode 2 provides me with an opportunity to observe learners of different ages and
grade levels. It highlights the differences in their characteristics and needs. As a future
teacher, it is important for me to determine my learners’ characteristics and needs so that I
will be able to plan and implement learning activities and assessment that are all
developmentally appropriate.

TARGET Your Intended Learning Outcomes

At the end this Episode, I must be able to describe the characteristics, needs and
interests of learners from different developmental levels. (3.1.1)

REVISIT the Learning Essentials

Here are major principles of development relevant to this Episode:
1. Development is relatively orderly. Development follows directional
patterns such as, from the head to the toe (cephalocaudal), and from the
center of the body then outwards (proximodistal).
2. Development takes place gradually.
3. All domains of development and learnings-physical, social and emotional,
and cognitive- are important, and they closely interrelated. (NAEYC,
2009)
4. Development proceeds
5. towards greater complexity, self-regulation, symbolic or representational
capabilities. (NAEYC, 2009)
OBSERVE, ANALIZE, REFLECT
Activity 2.1 observing learner characteristics at different stages
Resource Teacher: Sheryl lleve Teacher's Signature: School:
Grade/Year Level: Grade-10 Subject Area: English
Date:

To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high
school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.

OBSERVE
Use the observation guide and matrices provided for you to document your observations.

An Observation Guide for the Learners' Characteristics

Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if a
more detailed observation is preferred.

Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk,
run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.

Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?

Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily
cries, mood- shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?

Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. De they comprehend easily? Look for evidence
of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.
 Learners' Development Matrix

Record the data you gathered about the learners' characteristics and needs in this matrix. This
will allow you to compare the characteristics and needs of learners at different levels. The
items under each domain are by no means exhaustive. These are just sample indicators. You
may add other aspects which you may have observed.
Development Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:

Physical
Gross-motor skills

Fine-motor skills
Self-help skills
Others
Social
Interaction with
Teachers
Interaction with
Classmates/friends
Interests
Others

Emotional
Moods and
temperament,
expression of feelings
Emotional
independence
Others

Cognitive
Communication Skills
Thinking skills
Problem-solving
Others
OBSERVE, ANALYZE, REFLECT

Observing differences among learners' gender, needs, strengths,

Activity 3.1
Interests, and experiences; and differences among learners'
linguistic, cultural, socio-economic, religious backgrounds, and
difficult circumstances.

Resource Teacher: Ms Sheryl Lleve Teacher's Signature Grade/Year

Level:
Subject Area: School: Date:

The learners' differences and the type of interaction they bring surely affect the
quality of teaching and learning. This activity is about observing and gathering data to find
out how student diversity affects learning.

To realize the Intended Learning Outcomes, work your way through these steps:

Step 1. Observe a class in different parts of a school day. (beginning of the day, class time,
recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners' interactions.
The observation form is provided for me to document my observations.

OBSERVE

An Observation Guide for the Learners' Characteristics

Read the following carefully before you begin to observe. Then write your observation report
on the space provided on the next page.
1. Find out the number of students, Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact with
one another and with the teacher. Are there groups that interact more with the teacher
than others.
2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or compete against each
other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher's question, do the classmates try to help him?
Or do they raise their hands, so that the teacher will call them instead?

Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? by gender? by racial
or ethnic groups? By their interests? Or are the students in mixed social groupings If so, describe the
groupings.
2. Notice students who are alone and those who are not interacting. Describe their behavior.
Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse students due to
the following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status
 OBSERVATION REPORT

Name of the School Observed: Abuyog National High School

School Address: Brgy. St. Ñiño Abuyog Leyte
Date of Visit:
Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents
Resource Teacher: Teacher's Signature School:
Grade/Year Level: Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with physical disabilities
b. SPED class with learners with intellectual disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.

An Observation Guide for the Learners' Characteristics

1.
 OBSERVATION REPORT

Name of the School Observed: abuyog National High School

School Address:brgy. Sto
Date of Visit
OBSERVE, ANALYZE, REFLECT
Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.
Resource Teacher: Teacher's Signature: School:
Grade/Year Level: Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the
Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested
schools:
a) Ujah School of Living Traditions, Hungduan, Ifugao
b) Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c) Sitio Tarukan Primary School, Capas Tarlac
d) Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e) Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f) Tubuanan Ati Learning Center, Balabag, Boracay Island
g) Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy.
Agcalaga, Calinog, Iloilo
h) T'boli School of Living Traditions, Lake Sebu, South Cotabato
i) Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j) Talaandig School of Living Traditions, Lantapan, Bukidnon
k) Bayanihan Elementary School, Marilog, Davao
l) Lumad Bakwit School, UP Diliman, Quezon City

Please note: Ensure proper coordination of your college/university to obtain permission

from these schools before you visit.
If an actual visit is not feasible, consider a "virtual visit" through social media. And if
still not feasible consider a " irtual" field study through watching Indigenous Peoples
in the Philippines videos. There are several available at Youtube. You can start with
this video by Dep Ed:

DepEd Indigenous Peoples Education Office, National Indigenous Month (October)

Video, 2013. Retrieve from: https://
www.youtube.com/watch?v=FsMigONzZY

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.

An Observation Guide for Indigenous Peoples Education

Read the following carefully before you begin to observe. Then write your observation report
on the space provided.
If you are watching videos you searched, instead of actually visiting a school, have these
question in mind as you are watching the videos. You can try to get in touch with the creator of
the videos and interview them too.
1. Before you observe, read about the specific IP group in the school you will visit. Know their
norms and customary greetings. This will help you blend in the school community and
interact with respect.
2. Observe and note the different parts or areas of the school environment. How are learning
spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching learning process happen. Describe the learning activities they have
and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among the
teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You
can use the questions found on the Analysis part of this activity.
Write your observation report here.

OBSERVATION REPORT

(You may include photos here)

Name of the School Observed: Abuyog National High School

School Address: Sto.
Date of Visit:
ANALYZE

Curriculum Design, Answer each question based on your observation and

Competencies, and Content interview data.

1. Does the school foster a

sense of belonging to one's
ancestral domain, a deep
understanding of the
community's beliefs and
practices. Cite examples

2. Does the school show

respect of the community's
expression of spirituality?
how?

3. Does the school foster in

the indigenous learners a
deep appreciation of their
identity? How?

4. Does the curriculum teach

skills and competencies in
the indigenous learners that
will help them develop and
protect their ancestral
domain and culture?

5. Does the curriculum link

new concepts and
competencies to the life
experience of the
community?

6. Do the teaching strategies

help strengthen, enrich, and
complement the community's
indigenous teaching-process?
 7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the community
as relevant settings for
learning in combination with
classroom-based Sessions?
Cite examples.

OBSERVE, ANALYZE, REFLECT

Activity 4.1 Observing the learner's community and home environment
Resource Teacher:Teacher's Signature: School:
Grade/Year Level: Subject Area: Date:
To realize my Intended Learning Outcomes, I will work my way through these steps:

1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the community.
3. Conduct a home visit to your selected learner's residence.
4. Interview the parents about
a. the rules they implement home concerning their child's schooling.
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.
OBSERVE
Use the activity form provided for you to document your observations.

An Observation/Interview Guide for Home-School Link

Read the following carefully before you begin to observe/interview. Then write your
observation report on the space provided.

The Learner
3. Make a general observation of the learner. Describe him/her in each of the domains of
development:
 physical body built and height (thin, chubby, underweight, overweight), level of
physical activity (fast, slow, lethargic, active, etc.)
 social interaction with teachers and classmates (loner, shy, sociable, friendly, gets into
fights, liked by others, etc.)
 emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
 cognitive (appeers to understand lessons, copes with the lessons, excels, lags behind,
shows reasoning skills, turns in assignments and requirements, etc.)

Interview the Teacher

1. What are the most noticeable characteristics of the learner? (Emotional disposition,
behavior and discipline, sense of responsibility, study habits, academic performance,
relationship with peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss?
How do they decide of the best course of action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching-learning
process? How does the teacher work with the community to meet the needs of the
learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family
pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which you feel
comfortable.
Suggested Parent Interview Guide
Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.
Name of Learner:
Date of Birth Age:
Grade/Year Level: Gender:
Number of Siblings:
Birth Order:
Parents:
Mother:
Age: Occupation: Educational Attainment:
Father: Occupation: Educational Attainment:

Leamer's Physical Aspect:

Health
1. Mother's Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Leamer's Social Aspect:
1. Describe your child's sociability (friendly, outgoing or shy, loner).
2. Who were the learner's playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you
do to meet his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Leamer's Cognitive Aspect:
1. What are the child's interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty
4. How do you monitor his/her performance in school? How do you motivate
him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
OBSERVE, ANALYZE, REFLECT
Activity 5.1 Managing Time, Space and Learning Resources

Resource Teacher: Ms. Sheryl Lleve Teacher's Signature: School:ANHS

Grade/Year Level: Subject Area: Date:

OBSERVE

Observe and use the observation sheet provided for you to document your observations.

1. As you observe the class, look into the characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the leaners already work independently?
5. Describe their span, of attention.
 ANALYZE
Analyze and answer these questions on observed classroom management practices. It
is also good to ask the teacher for additional information, so you can validate your
observation. Write your notes below; and then organize your data in the Table that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books, students'
belongings, supplies, etc.)? Describe these areas. Will it make a difference if these areas for
specific purposes are not present?

2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
positive behavior?
3. Did the students participate in making the classroom rules? If the Resource Teacher is available,
ask him/her to describe the process. What is the effect of students' participation in rulemaking on
student's behavior?

4. What are the daily routines done by the Resource Teacher? (Prayer, attendance, assignment of
monitors, warm-up activities, etc.) How are they done?
5. is there a seating arrangement? What is the basis of this arrangement? Does this help in managing
the class?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instruction or is off task, what does the Resource Teacher do?
Describe the behavior strategies used.

8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior strategies)
REFLECT
Reflection as a future teacher.
1. Why do you need to enforce positive discipline?

Activity 5.2 Identifying the Different Aspects of Classroom Management

Resource Teacher. Teacher's Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.
Aspects of Classroom Description Effect on the Learners
Management
(To be filed out after you
answer the analysis
questions)
1. Specific Areas in the
Classroom
2. Classroom Rules
3. Classroom
Procedures
4. Daily Routines
5. Seating Arrangement
6. Handling
misbehavior/off-task
behavior
7. Reinforcement of
Positive Behavior
8. Others
9. Others
10. Others
OBSERVE, ANALYZE, REFLECT
Activity 6.1 Observing Classroom Management and Routine
Resource Teacher: Sheryl Lleve Teacher's Signature: School: ANHS
Grade/Year Level: Grade X Subject: English Date:
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
Checklist on Classroom Routines
Check Yes () if observed and (X) if not observed.
Classroom Routines Observed () Not Observed
(X)

1. Movement into the classroom

2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories/ comfort. room washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of material
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in fine
17. Fire drill/emergencies
Activity 6.2 Listing Down Classroom Rules
Resource Teacher: Sheryl Lleve Teacher's Signature: School
Grade/Year Level: Subject: Date:
OBSERVE
Observe a class and list down the classroom rules formulated by the Resource Teacher. Cite
the importance of these rules.
Classroom rules are imperative and must be reinforced for learners' safety and security. Rules
also teach discipline and self-control. Rules eliminate stress and will provide a more pleasant,
secured, and non-threatening environment. Rules ensure the students' engagement and focus
in their classroom activities.
Classroom Rules Importance

1. E.g. Read directions well. - Ensures less error in answering the

activity.

2.respect others
3. Listen attentively.
4. Raise your hand to speak
5. Be prepared for class.
6. Be honest and truthful.

ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?

2. Are classroom rules really important?

OBSERVE, ANALYZE, REFLECT
Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management
Resource Teacher: Teacher's Signature: School
Grade/Year: Level:Subject: Date:
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management and
discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO

1. Personal Classroom Management

1.1 Is the teacher well-groomed that he/she demands respect from the
learners?
1.2 Is the teacher's voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time class?
1.5 Does the teacher exude a positive attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?

2.2 is the lighting good enough?

2.3 is the classroom free from noise?

24 Does the seating arrangement provide better interaction?

2.5 is the design/structure of the mom inviting to classroom activities?

2.6 Is the physical space/learning station clear from obstruction?

ANALYZE

Analyze the different elements of personal/physical classroom management and answer the
wing questions?

1. How does the voice of the teacher affect classroom instruction?

7.2 Demonstrating knowledge of positive and non-violent discipline in the
management of learner behavior.
Resource Teacher: Sherryl Lleve Teacher's Signature: School:ANHS
Grade/Year Level: Subject:English Date
OBSERVE
Observe the classroom management strategies that your Resource Teacher employs in the
classroom. You may also conduct an interview to substantiate your observation
Check the management strategies employed by the Resource Teacher.
Check () observed, put an () if not observed and for no opportunity to observe.

Effective Classroom Management Strategies Not No

Observed observed opportunity
to observed
1. Model to the students how to act in different situations
2. Establish classroom guidelines.
3. Document the rules
4. Refrain from punishing the entire class.
5. Encourage initiative from class
6. Offer praise and rewards
7. Use non-verbal communication
8. Take time to celebrate group effort.
9. Let students work in groups.
10. interview students to assess their needs.
11. Address bad behavior quickly
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts
16. Ones (Please specify)
OBSERVE, ANALYZE, REFLECT
Activity 8.1 Curricula in the School Setting
It's time to look around. Discover what curriculum is operating in the school setting. Real the types of
curriculum mentioned earlier. Can you spot where these are found? Lets do a husting game!

OBSERVE

Resource Teacher: Sheryl Lleve Teacher's Signature: School:ANHS

Grade/Year Level: Subject Area: English Date:

1. Locate where you can find the following curriculum in the school setting. Secure a copy make
observations of the process and record your information in the matrix below. Describe your
observations.

Type of Curriculum Where Found Description

1. Recommended
Curriculum (K to 12
Guidelines)

2. Written Curriculum
(Teacher's Lesson
Plan)

3. Taught Curriculum
(Teaching Learning
Process)

4. Supported
Curriculum (Subject
textbook)

5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)

7. Hidden Curriculum
(Media)
Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look
Resource Teacher: Sheryl Lleve Teacher's Signations: School:ANHS
Grade/Year Level: Subject Area: Date:
OBSERVE
This activity requires a full lesson observation from Motivation to Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular
grade/ year level.
2. Keep a close watch on the different components of the miniscule curriculum: the
lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.
Observe and Record Observation on the Following Aspects
Major Curriculum Components Key Guide for Observation (Carefully look for the
indicators/behavior of the teacher along the key points.
Write your observation and description in your
notebook.)

A. Planning 1. Borrow the teacher's lesson plan for the day. What major
parts do you see? Request a copy for your use. Answer
the following questions:
a. What are the lesson objectives/learning outcomes?
b) What are included in the subject matter?
c) What procedure or method will the teacher use to
implement the plan?
a. Will the teacher assess or evaluate the lesson? How
will this be done?

B. Implementing Now it's time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b) What procedure or steps were followed?
c) How did the teacher engage the learners?
d) Was the teacher a guide at the side?
e) Were the learners on task?/Or were they participating
in the class activity?
f) Was the lesson finished within the class period?

C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make
observation to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b) How did the teacher assess/evaluate it?
c) What evidence was shown? Get pieces of evidence.
Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

Resource Teacher: Teacher Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE

Using the diagram below fill up the component parts of a lesson plan.
I. 1 Titte of the Lesson
II. Subject area:
III. III Grade Level:

Outcomes Teaching Method Assessment

Fill this up Fill this up Fill this up

objectives Assessment